CTE State Plan

8/8/2019 CTE State Plan

1/44

ALASKA DEPARTMENT OF EDUCATION & EARLY DEVELOPMENT

ALASKA DEPARTMENT OF LABOR AND WORKFORCE DEVELOPMENT

UNIVERSITY OF ALASKA

AUGUST 2010

A C A L L T O A C T I O N


2/44

ALASKA DEPARTMENT OF LABOR

& WORKFORCE DEVELOPMENT

July 16, 2010

Dear Alaskans:

To expand and grow in the 21st Century, Alaskas economy needs an up-to-date

workforce, which in turn requires a world-class education system.

The Department of Education and Early Development, the Department of Labor and

Workforce Development and the University of Alaska are pleased to present the Alaska

Career and Technical Education Plan. This plan outlines a comprehensive, integrated

career and technical education system for Alaska that aligns training programs and

coordinates delivery to prepare our citizens youth and adults for Alaska careers.

This plan is a living document that will not sit on the shelf. It invites coordinated and

focused actions from all stakeholders. We encourage everyones involvement in the

implementation of this plan.

We are committed to working together in the truest sense of partnership. Our citizens

and state will reap the benefits of our work. We invite you to join us in this quest. The

action starts now.

Sincerely,

Larry LeDoux Clark Bishop Patrick Gamble

Commissioner Commissioner PresidentDepartment of Education Department of Labor University of Alaska

& Early Development and Workforce Development


3/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

1

TABLE OF CONTENTSAlaska Career and Technical Education PlanA Call to Action

I. Executive Summary .............................................................................................2

II. Alaska Career and Technical and Education Committee.................................7

III. Introduction..........................................................................................................8

Alaska Skills Gap .................................................................................................................8

Training to Enhance the Alaska Workforce ....................................................................................9 Creating a CTE System That Meets Individual and State Needs .................................. ...9

Partner Collaboration and Engagement of Stakeholders .................................. .............10

Long term plan and phases.............. ................................... ................................... ...........11

IV. Strategies ..........................................................................................................12

Strategy 1.0 .......................................................................................................................13Make transitions planned and accountable for both successful student progress and systemic cooperation.

Strategy 2.0 .......................................................................................................................16Align curricula at all training institutions to meet current industry standards including academic, professional,and technical skills - from elementary through secondary to postsecondary and professional development levels.

Strategy 3.0 .......................................................................................................................19Identify and promote career and technical education delivery models that ensure that all Alaskans have the

opportunity to attain the knowledge and skills needed for further training and careers.

Strategy 4.0 .......................................................................................................................22Recruit, develop, support, and retain high-quality CTE teachers and faculty.

Strategy 5.0 .......................................................................................................................25Maximize the use of public facilities for training.

Strategy 6.0 .......................................................................................................................28Establish and maintain sustainable funding mechanisms for a successful CTE system for youth and adults.

V. Appendices..........................................................................................................30

Appendix A....................... ................................... ................................... ............................31 Commissioners Letter of Coordination........ ............................ ............................ ............................. ............................ ....31

Alaska Workforce Investment Boards Resolution of Support .......................... ............................ ............................ ......32

Alaska Department of Education & Early Developments Motion to Approve................. ............................ .................32

Appendix B Crosswalk of CTE Plan Strategies to Gasline Training Strategic Plan and Alaska Education Plan .....33

Appendix C Acronyms Used in This Plan ...................................................................................36

Appendix D Resources .........................................................................................................38

Appendix E University of Alaska Workforce Development Priorities and Guidelines ...............................39


4/44

Two forces have merged to focus attention on the need for a new, more effective careerand technical education system for Alaska. The state has pledged to create world-classschools that prepare graduates for careerscareers that may begin immediately after highschool graduation or may require additional education and training at the postsecondary

level.

Comprehensive in-state workforce development plans for the proposed gas pipeline andthe health and construction industries have raised awareness that the state cannot meetits current and future workforce demands without effectively preparing and transitioningyoung Alaskans from school into the world of work.

The leadership of the Departments of Education & Early Development (EED) and Labor andWorkforce Development (DOLWD) recognized that addressing both the educational needsof students and the workforce needs of the state requires a cooperative planning effort.The Alaska Career and Technical Education (CTE) Plan is the result of this effort, and buildson the Alaska Gasline Inducement Act Training Strategic Plan endorsed by the AlaskaWorkforce Investment Board (AWIB) in 2008 and the Alaska Education Plan adopted by theState Board of Education & Early Development in 2009.

Work on writing the CTE plan began in January 2010, and involved a broad cross-sectionof policy makers, educators, employers, state agencies, training institutions and parentrepresentatives. EED, DOLWD and University of Alaska (UA) staff refined the details of theplanned strategies and timeline. The draft plan was posted for public comment via links onthe EED CTE and the AWIB CTE websites. EED, DOLWD and UA staff presented the draftplan for comment at a variety of meetings and forums during spring 2010.

This CTE plan addresses the individual need for career preparedness as well as the broadersocial need for a training and education system that is efficient, effective, and coordinatedwith regional and state current and future workforce needs.

At the level of the individual student, the CTE plan incorporates several guiding principles.It seeks to develop a CTE system for Alaskan learners that is inclusive, comprehensive andaccessible.

2

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

I. EXECUTIVE SUMMARY


5/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

3

Inclusive: The plan assists all students, regardless of their career plans and goals, inmeeting many of the graduation outcomes identified for world-class students in theAlaska Education Plan:critical thinking, problem solving, responsibility, respect for others,technology use, commitment to quality work, decision-making and ability to collaborate. Itestablishes personal learning and career plans for all students, beginning in grade 6 and

extending through adulthood. A career plan will provide a roadmap to a students futurethat allows for exploration, investigation and choice.

Comprehensive: The CTE plan also brings together in a comprehensive system theacademic and technical preparation that Alaskan students need to meet the challenges ofthe global workplace.

Accessible: The plan addresses the need for individuals to obtain technical andprofessional skills specific to the career of their choice. All K-12 students should be able toaccess a basic level of technical skill development while still in high school through on-site instruction, distance delivered coursework or other mechanisms. However, the planalso recognizes that gaining higher skill levels may require at least temporary relocation toa central location.

At the system level, the CTE Plan strategies will require coordination, cooperation andcollaboration.

Coordination: An effective CTE system requires coordination of public policy amongresponsible agencies to eliminate regulatory, procedural and fiscal barriers to smoothtransitions between educational levels and from school to work. The CTE planning efforthas engaged EED, DOLWD, UA and other stakeholder groups in efforts to identify and seekmeans of strengthening this coordination.

Cooperation: The CTE system envisioned by the plan requires cooperation amongeducation and training providers in the state including K-12 school districts, University ofAlaska campuses, regional training centers, joint apprenticeship training centers and other

training partners. Cooperative curriculum planning and program development assures thebroadest possible range of training, avoids unnecessary duplication of programs and allowsthe most efficient use of limited resources.

Collaboration: Providing excellent CTE programs is a collaborative effort. Althoughschools and training institutions have a primary role in delivering programs, theinvolvement of parents, local and regional employers, Alaska Native and statewidecorporations, labor unions, employment counselors and a host of others is essential ifthese programs are to yield quality workers. These stakeholders are critical in setting statepriorities for CTE program development and delivery.

The plan recognizes the importance of involving parents and local employers in studentspersonal learning and career planning. Gathering meaningful input from all of these

groups in the evaluation of current CTE efforts can lead to program improvement.


6/44

4

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

For each strategy, the plan identifies agencies, organizations and groups that have a role inimplementation. The first entity listed under Responsible Parties is the lead agency thatwill be responsible for inviting other partners to assist in carrying out the identified actionsteps.

The plan examines some of the conditions that must be in place to deliver effective careertraining, such as highly qualified CTE instructors and safe facilities with up-to-dateequipment and materials. These must be supported by a stable and sufficient fundingstream that includes local, state, federal and industry sources. Available funding, humanand fiscal resources must be directed to the highest priority. To help assure this, the plancalls for establishing a capital and operational funding request process that takes intoaccount state and local economic development needs, industry standards and CTE programevaluation criteria. Current and potential funding sources have been identified to supportthe action steps for each strategy.

The Commissioners of Education and of Labor have committed staff and resources tocommence plan activities. The Alaska Workforce Investment Board endorsed the plan inMay 2010, and resolved that AWIB supports the Alaska CTE plan and the cooperative

efforts of the Departments of Education & Early Development and of Labor and WorkforceDevelopment to implement the strategies contained in the plan.1 The State Board ofEducation approved the plan at its June 10, 2010, meeting. Appendix A contains the Boardendorsements and letters of support from the two Commissioners.

The plan consists of the following strategies and actions:

Strategy 1.0: Make transitions planned and accountable for both successfulstudent progress and systemic cooperation.

This strategy can be implemented by:

1.1 Ensuring that every student has a personal learning and career plan (PLCP).

1.2 Developing an awareness campaign about the use of PLCPs to include parents, industryand adult job-seekers.

1.3 Coordinating program development and delivery among training programs to reduceduplication of effort and the need for remediation.

1.4 Developing data-sharing and other processes that provide information on studentprogress from one educational level to the next and from school to career.

1 Alaska Workforce Investment Board, Resolution Number 10-03, Resolution in Support of the Alaska Career and Technical Education (CTE) Plan,May 3, 2010


7/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

5

Strategy 2.0: Align curricula at all training institutions to meet current industrystandards including academic, professional, and technical skills - fromelementary through secondary to postsecondary and professional developmentlevels.


2.1 Identifying current CTE programs and curricula and making the information publiclyaccessible.

2.2 Reviewing and updating the states employability standards and developing appropriateGrade Level Expectations (GLEs) for achieving these skills.

2.3 Identifying industry standards for statewide priority industries and incorporating theidentified knowledge and skills into aligned CTE curricula at elementary, secondary, andpostsecondary levels.

2.4 Cataloging and disseminating practices and supporting materials for integrating

academic GLEs into CTE programs and career applications into academic programs.

2.5 Aligning CTE Programs of Study that connect secondary academic and CTE courseswith recognized industry and postsecondary standards and program content.

Strategy 3.0: Identify and promote career and technical education deliverymodels that ensure that all Alaskans have the opportunity to attain theknowledge and skills needed for further training and careers.


3.1 Inventorying and disseminating information about career and technical education

delivery models at the K-12, postsecondary, and adult levels.

3.2 Developing criteria to evaluate career and technical education delivery models.

3.3 Identifying key strategies and effective delivery models to successfully teach and assessemployability skills within schools, postsecondary institutions and other training providers.

3.4 Instituting systems to ensure all students have access to quality CTE programs.

3.5 Developing strategies for using personal learning and career plans to drive scheduling,curriculum and delivery models.

3.6 Promoting and celebrating effective CTE programs and practices.


8/44


9/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

7

II. ALASKA CAREER AND

TECHNICAL EDUCATION

COMMITTEE

Participants___________________________________________________________________Name Position and Organization

Mike Andrews Executive Director, Alaska Works Partnership, Inc.

Representative Alan Austerman Alaska House of Representatives

Greg Cashen Executive Director, Alaska Workforce Investment Board,Department of Labor and Workforce Development

Esther Cox Chair, State Board of Education & Early Development

Cynthia Curran Director, Teaching and Learning Support,Departmentof Education & Early Development

Ray DePriest CTE Director, Mat-Su Borough School District

Jim Hickerson Superintendent, Bering Strait School District

Senator Charlie Huggins Alaska State Senate

Jim Lynch Chair, Alaska Workforce Investment Board

Paula Pawlowski Parental Engagement Program Director, Alaska PTA

Dawn Salesky Vice-President of Education Programs, Kawerak, Inc.

Joni Simpson Counselor, Ben Eielson High School, Fairbanks North StarBorough School District

Fred Villa Associate Vice-President of Academic Affairs forWorkforce Programs, University of Alaska Statewide

Commissioners___________________________________________________________________Commissioner Clark Bishop Department of Labor and Workforce Development

Commissioner Larry LeDoux Department of Education & Early Development

Lead Staff___________________________________________________________________Helen Mehrkens CTE Administrator, Dept. of Education & Early Development

C. Jeff Selvey CTE Coordinator, Dept. of Labor and Workforce Development

Fred Villa Associate Vice President of Academic Affairs forWorkforce Development, University of Alaska Statewide

Consultant/Writer___________________________________________________________________Mary Lou Madden Madden Associates


10/44

8

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

The Alaska Skills Gap

Every year, around 8,000 Alaskan students graduate from high school. Several thousand moreexit school without securing a high school diploma. Of the graduates, less than half transition

into college and only 18.5 percent will still be in school by age 192

. Although some high schoolgraduates will go on to non-collegiate postsecondary training, anecdotal evidence suggests thatthe number is not large. Alaska ranks fifth in the nation for teens not in school and not working.

The current educational system is best described as a leaky pipeline, losing a significantportion of its students without imparting the skills necessary for successful lives andcareers. The above figures suggest that many students do not have a clear idea about whatthey want to do in the future or cannot see a connection between school and their adultlife. In addition, many students and adults who do know what career they want to pursuemay not always understand how to prepare for the next step.

Alaskans must make successful transitions from school and training to employment. Alaskalabor estimates call for the addition of 43,750 jobs in the decade from 2006 to 2016, anoverall increase of 13.9%. Almost twenty percent (19.6) of current jobs are held by non-

residents. Almost fifteen percent (14.8) of all positions today are occupied by workers 55years of age or older. Filling new positions and replacing non-resident or older workersrequire developing effective and less porous pipelines from the earliest years throughpostsecondary training and into careers.

The Departments of Education & Early Development (EED) and of Labor and WorkforceDevelopment (DOLWD) have begun to tackle the challenges of the current situation in a seriesof planning efforts. The reform effort outlined in the Alaska Education Plan adopted by theState Board of Education & Early Development in 2009 commits Alaska to world-class schoolsfrom which All students will graduate prepared for careers or postsecondary education.3

The Alaska Gasline Inducement Act Training Strategic Plan, endorsed by the Alaska WorkforceInvestment Board in 2008, calls for a comprehensive, integrated Career and TechnicalEducation system for Alaska that aligns training institutions and coordinated program delivery.4

Other industry planning effortssuch as health and constructionhave echoed that charge.

The Alaska Career and Technical Education (CTE) Plan is a continuation of the educationreform effort and a response to industry demands. The plan envisions a CTE system that isa radical departure from the past from the point of view of the individual student and thesystem as a whole.

III. INTRODUCTION

2 Alaska Commission on Postsecondary Education, Making Alaska More Competitive by Preparing Citizens for College and Career, April, 2008, p. 13 Alaska Department of Education & Early Development, Alaska Education Plan, adopted by the Board of Education & Early Development, March 2009, p. 74 Alaska Department of Labor and Workforce Development, AGIA Training Strategic Plan: A Call to Action, updated and reprinted August 2009, p. 17


11/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

9

Training to Enhance the Alaska Workforce

The CTE system envisioned in this plan is inclusive for all Alaskans. Unlike many earliervocational education programs, the new CTE system is not a separate track limited tostudents without postsecondary aspirations. Rather, the vision is for all students, whatever

their current abilities or age, to develop personal learning and career plans that allow forexploration, investigation and choices and that provide a pathway to a career. Careerplanning is extended to adult learners and to those already in the workforce who needtraining to maintain or upgrade their jobs.

The CTE system described in the plan ensures that all studentswhatever their ultimatecareer goalshave the employability skills that are necessary for success in life as well asemployment. The graduation outcomes identified for world-class students in the AlaskaEducation Plan identify many of these skills: critical thinking, problem solving,responsibility, respect for others, technology use, commitment to quality work, decision-making and the ability to collaborate.

The plan encourages a high level of academic achievement on the part of all students inlanguage arts, math and science. Although some entry-level employment can be accessed

with limited skills, moving ahead in any industry requires good communication andcomputational ability. Trades and occupations that provide long-term employmentopportunities and living wages will generally require the application of higher-level mathskills and scientific concepts to workforce situations. CTE can assist students in gainingthis knowledge through integration of applied academics in technical coursework. Regularacademic courses can also be enriched by using real-life examples taken from the world ofwork to teach abstract concepts.

In addition to the academic and employability skills that are expected of all students whograduate from high school, Alaskans need to obtain the technical and/or professional skillsrequired for entry-level employment in their preferred career. For some, acquiring theseskills will begin in high school. The CTE plan calls for accessibility to career and technicaleducation in local communities through on-site classroom instruction, distance delivery,packaged curriculum or other methods. Education and training opportunities close to homewill increase as more certificate and associate degree programs are developed for distancedelivery by postsecondary training institutions. Access to a higher level of skill trainingmay require at least temporary relocation to an intensive training experience such as asummer construction or health academy; a pre-apprenticeship program at a regionaltraining center such as NACTEC in Nome; a certificate or associate degree at a communityUA campus; or a four-year degree program at an urban site. As students prepare theirpersonal learning and career plans, it is essential that they have accurate informationabout where appropriate training and education programs are located and the full costs ofsuch programs, including travel and housing where needed.

Creating a CTE System That Meets Individual and State Needs

The current plan differs from earlier efforts in looking at the CTE system as a whole, fromearly learning through postsecondary education and training. In the past, much of theplanning focused only on one educational level and was in response to federal fundingrequirements.


12/44

10

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

One critical strategy in the CTE system is the implementation of personal learning andcareer plans that will allow students to navigate from one educational level to another asthey pursue their aspirations. Therefore, an effective CTE system requires coordination ofpublic policy among responsible agencies to overcome regulatory, procedural and fiscalbarriers to smooth transitions between educational levels and from school to work. The

CTE planning effort has engaged EED, DOLWD, the University of Alaska, other training andworkforce development partners, parent teacher organizations, industry and labor.

Partner Collaboration and Engagement of Stakeholders

The CTE system envisioned by the plan requires participation among education andtraining providers from all areas of the state. The plan places special emphasis on studenttransitions from one level of education and training to another, and to the workplace.Programs of study based on career pathways and developed jointly by secondary andpostsecondary CTE faculty can smooth transitions, reduce the need for remediation andeliminate unnecessary redundancy in required coursework. An equally important strategyaddresses recruitment, training, and retaining the secondary and postsecondary faculty

needed to deliver articulated CTE curricula.Creating the system called for in the plan requires facilities and equipment that are safeand current with industry practices; these also can be expensive to acquire and maintain.The plan calls for a fresh look at how current CTE resources are allocated and utilized.Sharper evaluation of CTE programs in terms of student outcomes, industry standards andcontribution to regional/state economic development can help direct limited resources toareas of highest need and greatest return on investment. Rational resource allocationrequires close coordination among training partners at all levels to assure the broadestpossible range of training while avoiding unnecessary duplication of programs. Sharingfacilities and equipment among programs stretches available resources to serve greaternumbers of students.

Cooperation also extends to sharing data about student outcomes and progress so that

program planners, policy makers and funders can evaluate the success of current effortsand plan for program improvement where called for.

Delivering on the promise of the CTE plan requires an active partnership on the state levelbetween the Departments of Education & Early Development and Labor and WorkforceDevelopmentin particular the State Board of Education & Early Development and theAlaska Workforce Investment Boardfor aligning policies, increasing availability ofqualified CTE teachers, identifying priority occupational areas and securing andadministering funds to support plan activities.

Although schools and training institutions have a primary role in delivering programs, theinvolvement of parents, local and regional employers, Alaska Native and statewidecorporations, labor unions, employment counselors and a host of others is essential if

these programs are to yield quality workers. The CTE plan embraces and extends the goalin the Alaska Education Plan that Schools will form strong partnerships with families andcommunities and will respect and embrace local cultures.5

5EED, Alaska Education Plan, p. 9


13/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

11

Parents are key in helping their students make realistic plans for the future and forfollowing through with these plans. Parental participation and communication arepowerful forces for ensuring that students excel academically, complete high school andsuccessfully transition to the next level of education and employment.

Industry plays a significant role in working with state and local agencies to identifystandards for CTE programs and to assist with evaluating program success in meetingthese standards. Industry can provide sites for career exploration, technical training andinstructor professional development as well as funding.

Finally, Alaskans in all geographic areas and from all walks of life must understand theimportance of quality CTE not only for the individual but also for the economic well-beingof their home community, their region and the state as a whole. The general publicdeserves accurate information about the CTE system, its outcomes and its costs in order tomake informed decisions about public support for programs and facilities.

Stakeholders have been identified for each strategy in this plan. The first entity appearingunder Responsible Parties is identified as the agency that will take the lead in securing

the involvement of all listed partners in carrying out the identified action steps.

Long Term Plan and Phases

The following plan is broad in scope and will take some time to fully implement. However,EED, DOLWD and UA staff developed an accompanying timeline detailing activities to beaccomplished through FY2012. Short-term emphasis is being placed on developing andimplementing student personal learning and career plans; aligning curriculum betweensecondary and postsecondary programs using career pathways and programs of study;establishing standards for CTE programs; and developing models for teaching employabilityskills. These near-term emphases mirror the strategies outlined in the Gasline Training Planand other workforce plans.

Possible funding sources have been identified for each strategy. In some cases, thesesources already exist and can be dedicated or redirected to support the actions required toimplement the strategy. In other cases, new or increased funding will be necessary.

As the events of the past several years have made abundantly clear, the global economy isincreasingly interactive and fluid. To be competitive in the 21st century workplace, Alaskamust have a career and technical education system that adapts to emerging demands andopportunities, adequately prepares its residents for success in their chosen careers andprovides access to training across scattered populations with vast differences in regionalneeds and capacities. The state will be well on its way in creating a career and technicaleducation system to the benefit of all Alaskans.


14/44

IV. STRATEGIES

Juneau Empire

12


15/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

13

Rationale

Smooth transitions from secondary to postsecondary education and from school to workare essential for student success. Alaska currently does not do a good job of handing

students off from one program or level to another. Stories abound of students who arerequired to re-take course content completed elsewhere or who must enroll in remedialcourses because they did not possess the necessary academic skills. In addition, access toimportant life-long learning is not necessarily linear as changing economic conditionsrequire that workers step back into school or training to maintain and upgrade theiremployment.

Informed career planning for every Alaskan student--from middle school to adult learner--can make these transitions more seamless at the individual level. Systems themselves mustalso change to become more collaborative and student-centered in their approach.Program and policy development that supports a more transparent and fluid CTE systemwill allow Alaskans and Alaska to meet the demands of the 21st century global economy.


1.1 Ensuring that every student has a personal learning and career plan (PLCP).

a) Use plain language and simple processes to make personal plans user-friendly.

b) Develop model components of the PLCP that students may use to plan theiracademic, technical and experiential learning leading to a career, includingutilization of National Career Readiness Certification (WorkKeys) information,Registered Apprenticeship, and Alaska Tech Prep.

c) Develop model processes to implement PLCPs for all Alaskan students that can betransferred from one school, district or training facility to another.

d) Develop accountability measures for PLCPs and measure effectiveness.

e) Provide related professional development for teachers, faculty, advisors andcounselors on the preparation and use of PLCPs.

f) Implement PLCPs at all levels, from middle school to adult training.

STRATEGY 1.0

Make transitions planned and accountable for bothsuccessful student progress and systemic cooperation.


16/44

14

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

*The first entity listed is identified as the lead agency, responsible for inviting the involvement of the other partners inimplementing the action steps.**Currently available and potential sources of funding for identified actions.

Responsible Parties*: EED, DOLWD, UA, Alaska Commission on Postsecondary Education(ACPE), Alaska PTA (AKPTA), DOLWD Office of Apprenticeship, Alaska Tech Prep Consortium

Funding**: State agency general fund, Carl Perkins Career and Technical Education Act(Perkins) and Workforce Investment Act (WIA) federal funds

Evaluation: By 2012, all school districts and publicly-funded training programs will haveimplemented personal learning and career plans for students beginning in grade 6.

1.2 Developing an awareness campaign about the use of PLCPs to includeparents, industry and adult job-seekers.

a) Work with EED and DOLWD public information personnel to develop an advocacystrategy for Alaskas students.

b) Involve parents, employers, students, counselors, teachers/faculty and others toensure results will inspire, engage and involve.

c) Request the Governors assistance in emphasizing the importance of coordination

and seamless transitions.Responsible Parties: EED, DOLWD, UA, AKPTA, ACPE

Funding: State agency general fund

Evaluation: By 2012, an awareness campaign targeted at various audiences is in place.

1.3 Coordinating program development and delivery among training programsto reduce duplication of effort and the need for remediation

a) Engage decision-makers in identifying barriers that hinder seamless/efficientstudent transitions and in exploring solutions to these barriers.

b) Identify and remove barriers for middle school to high school and high school to

postsecondary/advanced training programs for students and adults to be successfulat each level.

c) Develop expectations and recommended practices for ensuring programdevelopment processes include CTE and academic discipline faculty/teachers acrossinstitutions and between departments within institutions.

d) Develop model program(s) of study sequences that identify middle school,secondary, postsecondary and apprenticeship program requirements to achieveindustry-valued credentials, certificates and degrees.

e) Establish criteria for each course to ensure credit acceptance by a students nextlevel of matriculation without the need for remediation.

f) Maximize Alaska Tech Prep and other dual-credit opportunities betweeneducational and training levels to ease transition challenges and increase studentopportunities.


17/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

15

Responsible parties: EED, DOLWD, UA, school district personnel, Alaska Tech PrepConsortium, Office of Apprenticeship

Funding: State agency and UA general fund, Alaska School Foundation Program, CarlPerkins Career and Technical Education Improvement Act of 2006 federal funds

Evaluation: By 2012, programs of study linking secondary and postsecondary academic andtechnical coursework are developed for all career clusters.

1.4 Developing data-sharing and other processes that provide information onstudent progress from one educational level to the next and from school tocareer.

a) Align existing student and workforce data systems to follow student progressthroughout the system from school to career.

b) Establish agreements to facilitate exchanges of student data that allow evaluationof program results.

c) Analyze and publish data that informs evaluation of CTE programs.Responsible parties: EED Assessment, DOLWD Research and Analysis, UA InstitutionalResearch.

Funding: State agency and UA general fund, Perkins federal funds

Evaluation: By 2011, a comprehensive data collection/exchange system is in place thatprovides student progress, success and placement information to funding agencies,program planners and policy makers.


18/44

16

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

Rationale

Recent research has confirmed that the skills necessary for success in the new workplaceare much the same as those required for college success: critical thinking, high levels of

communication and computational skills, problem solving, teamwork, and ethics. Educationand training programs that prepare Alaskans to be successful must incorporate these skillsas well as the academic and technical knowledge required for a specific career pathway.

Effective CTE is delivered through comprehensive programs of study that start withexploration in the elementary grades, progress through a postsecondary sequence,incorporate industry and business standards, and are validated using benchmarks,assessments and a body of evidence to demonstrate that all Alaskans are prepared to besuccessful in their chosen career.


2.1 Identifying current CTE programs and curricula and making the informationpublicly accessible.

a) Inventory current CTE courses and programs of study with respect to standards,curriculum, and sequencing.

b) Identify program gaps based on statewide priority areas.

c) Develop a searchable website to house existing information and related resources.

Responsible parties*: EED CTE and IT staff, DOLWD, UA, ACPE

Funding**: State agency and UA general fund, Perkins and Workforce Investment Act of1998 federal funds

Evaluation: By 2011, an inventory and detailed gap analysis are complete and available instatewide priority areas.

STRATEGY 2.0

Align curricula at all training institutions to meet current

industry standards including academic, professional, andtechnical skills - from elementary through secondary topostsecondary and professional development levels.

*The first entity listed is identified as the lead agency, responsible for inviting the involvement of the other partnersin implementing the action steps.**Currently available and potential sources of funding for identified actions.


19/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

17

2.2 Reviewing and updating the states employability standards and developingappropriate Grade Level Expectations (GLEs) for achieving these skills.

a) Review Alaskas employability standards and recommend revisions if necessary.

b) Develop appropriate performance standards for all age levels, including K-12 Grade

Level Expectations (GLEs).

c) Review what Alaska districts and training institutions are already doing andresearch what other states are doing.

d) Identify how students demonstrate mastery of these skills.

Responsible parties: EED, AWIB, Regional Training Centers (RTCs), UA, DOLWD

Funding: State agency general fund, Perkins and WIA federal funds, industry

Evaluation: By 2011, models are in place for the effective teaching, learning and evaluationof a commonly agreed-upon set of employability skills.

2.3 Identifying industry standards for statewide priority industries andincorporating the identified knowledge and skills into aligned CTE curricula atelementary, secondary, and postsecondary levels.

a) Identify nationally-recognized standards for state level priorities, where available.

b) Use business/industry/education consortia to develop standards if national modelsare not available.

c) Utilize National Career Readiness Certification (WorkKeys) information.

d) Require all state-funded training to be based on appropriate industry standards,embedded employability skills in the curriculum, and ability of students to attainthe appropriate level of employment

Responsible parties: DOLWD, EED, industry, UA, RTCs

Funding: State agency general fund, industry, Perkins and WIA federal funds,

Evaluation: By 2012, all state-funded training programs are based on industry standardsand lead to appropriate industry certification or recognized skill level.


20/44

18

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

2.4 Cataloging and disseminating practices and supporting materials forintegrating academic GLEs into CTE programs and career applications intoacademic programs.

a) Show CTE alignment with GLEs in core academic content areas using crosswalks.

b) Develop model agreements for Alaska Tech Prep and other academic creditagreements for CTE content courses with supporting materials.

c) Research other state/organization efforts to find examples of integrationstrategies, materials and activities for each core academic area.

d) Work with EEDs new content specialists and State System of Support (SSOS)coaches to understand and contribute to integration of CTE and academics.

Responsible parties: EED, school district personnel, UA faculty, Alaska Tech PrepConsortium, DOLWD Job Center employment counselors

Funding: Perkins federal funds, Alaska school foundation program, state agency and UAgeneral fund

Evaluation: By 2011, strategies for effective integration of academics into CTE programsand career applications into academic courses have been identified and K-12 andpostsecondary faculty are trained in their use.

2.5 Aligning CTE Programs of Study that connect secondary academic and CTEcourses with recognized industry and postsecondary standards and programcontent.

a) Convene teachers, faculty and industry advisors to highlight essential componentsof programs of study, starting with statewide priority areas.

b) Investigate the viability of regional or state advisory committees at the program or

trades level.c) Identify needed support for promoting effective practices, materials, and key

resources.

d) Document and publish program content for teachers/faculty.

Responsible parties: EED, AWIB, DOLWD, UA, RTCs, industry, Alaska Tech Prep Consortium,DOLWD Office of Apprenticeship

Funding: Perkins and WIA federal funds, state agency and UA general fund, industry

Evaluation: By 2012, career pathways from exploration to the highest educational level aredeveloped in all career clusters and widely disseminated to secondary, postsecondary andadult learners.


21/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

19

Rationale

A comprehensive educational system provides quality academic, career and technical educationavailable to all citizens. Because of Alaskas dispersed population and diversity of regional needsand resources, multiple delivery systems must be used to assure both access to and the quality

of academic and technical programs. Alaska CTE programs need to take into account thebalance between local/regional and statewide needs while avoiding expensive and unnecessaryduplication of services. Although all Alaskans should be able to obtain at least a basic level oftraining at or near home through a combination of on-site and distance delivery, resourcelimitations may require at least temporary relocation to acquire higher skill levels.


3.1 Inventorying and disseminating information about career and technicaleducation delivery models at the K-12, postsecondary, and adult levels.

a) Create and administer a survey to identify the nature and scope of existing CTEprograms at all educational levels.

b) Identify and analyze how academic GLEs are used in CTE programs.

c) Develop Program of Excellence criteria for components necessary for qualityprogram delivery.

d) Collect and analyze data against the Program of Excellence criteria and create aninventory of delivery models.

e) Disseminate information on identified quality delivery models; for example, partnerships,simulators or networks, apprenticeships, Alaska Tech Prep, shared facilities, etc.

Responsible parties*: EED, DOLWD, UA

Funding**: State agency general fund, Perkins and WIA federal funds

Evaluation: By 2011, an inventory of state CTE programs is maintained and is used inprogram planning.

3.2 Developing criteria to evaluate career and technical education delivery models.

a) Identify and review models used elsewhere to evaluate CTE programs for effectiveness.

b) Develop evaluation criteria for Alaska CTE programs, including student outcomes,industry standards, partnerships, return on investment and alignment with regional/statecurrent employment conditions and economic development plans.

STRATEGY 3.0

Identify and promote career and technical education delivery modelsthat ensure that all Alaskans have the opportunity to attain theknowledge and skills needed for further training and careers.

*The first entity listed is identified as the lead agency, responsible for inviting the involvement of the other partnersin implementing the action steps.

**Currently available and potential sources of funding for identified actions.


22/44

20

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

c) Review evaluation criteria with Alaska CTE stakeholders.

d) Create standardized templates for Alaska CTE program evaluation.

e) Evaluate models identified in the inventory created in 3.1.

f) Publish the results of CTE program evaluations annually.

Responsible parties: EED, DOLWD, AWIB, UA

Funding: State agency general fund, Perkins and WIA federal funds

Evaluation: By 2012, CTE program evaluation criteria are in place and being used to informprogram improvement and resource allocation decisions.

3.3 Identifying key strategies and effective delivery models to successfully teachand assess employability skills within schools, postsecondary institutions andother training providers.

a) Draft and share models for effective student practice and demonstration of theseessential skills; for example,

Promote the use of Youth Employability Skills (YES) rubric, and other scoring

guides for coaches, employers, classroom teachers, service learning sponsors. Partner with Alaska School Activities Association (ASAA) to address and

document employability skills in all student activities.

Utilize, strengthen and fund the career and technical student organizations(CTSOs) to build and assess employability skills.

Investigate an online assessment instrument for documenting each studentsattainment of employability skills.

b) Identify and support sites that will pilot innovative portfolio assessments ofemployability skills acquisition via a variety of student activities.

c) Evaluate and publicize successful models and support schools and institutions inincorporating employability skills into their CTE programs.

d) Develop a plan for statewide implementation of employability standards in all programs.

Responsible parties: EED, DOLWD, school districts, UA, RTCs, DOLWD Office ofApprenticeship, ASAA, CTSOs

Funding: State agency and UA general fund, Perkins and WIA federal funds, Alaska schoolfoundation program, industry

Evaluation: By 2012, all CTE programs include strategies to teach and assess employability skills.

3.4 Instituting systems to ensure all students have access to quality CTEprograms.

a) Identify appropriate strategies and services for all students to master their CTEprogram standards.

Provide assistive technology and accommodations as necessary. Incorporate career information into academic courses.

b) Develop useful strategies and services for technical assistance to improve local CTEprogram delivery; for example, develop integration strategies, materials, instructionalkits and packaged lesson plans for district use.


23/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

21

c) Implement effective distance delivery strategies to use with existing delivery systems.

d) Expand the use of skill-building programs and summer exploratory programs, such asthe UA ANSEP project, summer exploratory camps and the construction academies.

e) Develop guidelines for effective work-based learning experiences.

f) Create/expand mechanisms to assist students who must relocate to access training.g) Expand the availability and use of CTSO programs in all CTE programs.

Responsible parties: EED, virtual schools staff, ACPE, UA, RTCs, industry, AKPTA

Funding: State general funds, Alaska Student Loans, industry

Evaluation: By 2012, a basic level of CTE is available in all secondary schools in Alaska. Distancedelivery, UA community campuses and RTCs provide certificate, credential, licensure and degree-level training in all regions of the state. Specialized training is available in one or more centers ofexcellence and includes accommodation for temporary relocation of students from around Alaska.

3.5 Developing strategies for using personal learning and career plans to drivescheduling, curriculum and delivery models.

a) Pilot use of PLCPs within several of the delivery models identified in the CTE inventory.b) Encourage the use of non-traditional school calendars to deliver CTE courses and

programs.

c) Identify successes and challenges in implementing models.

d) Develop and disseminate materials and training on successful models.

Responsible parties: EED, school districts, RTCs, UA

Funding: State agency and UA general funds, Technical and Vocational Education Program (TVEP)state funding, Perkins and WIA federal funds

Evaluation: By 2011, CTE programs reflect information from local students PLCPs in scheduling,curriculum and delivery.

3.6 Promoting and celebrating effective CTE programs and practices.a) Advocate for a CTE strand in the Alaska performance scholarship program to be

recognized at the same level of support as other programs.

b) Publish data and anecdotes that describe effective CTE programs and practices.

c) Establish recognition programs for CTE student excellence.

d) Establish a CTE honors diploma.

e) Recognize Centers of Excellence for various program areas, based on Program ofExcellence criteria.

Responsible parties: AWIB, State Board of Education & Early Development, EED, DOLWD,UA, Alaska Association for Career & Technical Education (AACTE), CTSOs, AKPTA

Funding: State agency and UA general fund, Perkins and WIA federal funds, industryEvaluation: By 2012, quality CTE programs are identified and publically recognized as models.


24/44

22

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

Rationale

Quality CTE program curriculum and delivery rely on highly skilled and qualifiedinstructors, counselors and mentors. Due to Alaskas vast distances and remote rural

communities, many CTE programs are dependent on single instructors who teach withouteasy access to professional development, peer review, or program support. The loss of asingle CTE instructor in rural areas can cause the entire CTE program to shut down.

The current shortage of CTE teachers and faculty requires strategies to recruit CTEeducators, support those who are already in place, and provide a mechanism for CTEadvancement and leadership. The State Board of Education & Early Development hasappointed a Teacher Quality Working Group that is charged with making recommendationsfor the preparation, certification and mentoring of all K-12 teachers. Close coordinationbetween CTE administrators and this group is essential in carrying out the activitiesoutlined below, especially with respect to CTE teacher certification.


4.1 Developing strategies to educate, recruit, and retain quality CTE teachers,faculty, counselors, and advisors.

a) Identify faculty shortages by career area at all levels of CTE instruction.

b) Identify core competencies for CTE instructors to serve as a guide in training,hiring and evaluation.

c) Develop strategies to grow our own teachers and faculty.

d) Improve strategies to retain current CTE teachers and faculty.

e) Promote effective strategies to attract qualified CTE teachers and faculty fromelsewhere, as necessary.

Responsible parties*: EED, Alaska Teacher Placement (ATP), UA, Alaska Statewide MentoringProject (ASMP), school districts, CTE providers , AACTE, Future Educators of Alaska (FEA)

Funding**: State agency and UA general funds, Perkins federal funds

Evaluation: By 2012, all CTE programs are delivered by highly-qualified teachers and faculty.

STRATEGY 4.0

Recruit, develop, support, and retain high-qualityCTE teachers and faculty.



25/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

23

4.2 Expanding strategies for effective professional development and mentoring.

a) Plan for both CTE and academic teachers in CTE professional developmentopportunities.

b) Provide training in integrating academic and CTE course content.

c) Incorporate training in career planning strategies into preparation programs forcurrent and future teaching and counseling staff.

d) Require industry-trained teachers to attain classroom instruction, curriculum, andassessment skills.

e) Train educators in successful strategies for involving parents in the development ofstudent career plans.

Responsible parties: EED, UA, ASMP, CTE providers, DOLWD, industry, AKPTA

Funding: State agency and UA general fund, Alaska school foundation program, Perkinsfederal funds, industry/education consortia

Evaluation: By 2011, quality professional development is available to CTE teachers/facultyat all levels.

4.3 Improving and streamlining credentialing processes for CTE instructors.

a) Identify appropriate industry standards for certification of CTE educators.

b) Include K-12 CTE teachers in alternate certification initiatives.

c) Expand Type M limited certificate criteria to recognize CTE qualifications forcertified secondary teachers endorsed in other specialty areas.

d) Develop and require endorsement or area of emphasis in teacher trainingprograms by industry and education.

e) Promote development of CTE teacher preparation programs in Alaska.

Responsible parties: State Board of Education & Early Development, EEDs Teacher QualityWorking Group, UA, industry, organized labor, school districts, DOLWD, ATP, AACTE

Funding: Alaska teacher certification fees, state agency general funds

Evaluation: By 2012, appropriate levels of certification and endorsement are available forK-12 CTE teachers.


26/44

24

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

1 Alaska Workforce Investment Board, Resolution Number 10-03, Resolution in Support of the Alaska Career and TechnicalEducation (CTE) Plan, May 3, 2010

4.4 Expanding CTE leadership opportunities.

a) Support the development of local, regional, and state CTE leadership roles.

b) Sponsor professional learning communities for professional growth anddevelopment of CTE leaders.

c) Develop and implement CTE leadership programs and courses.

Responsible parties: EED, AACTE, Alaska School Counselors Association (ASCA), schooldistricts, UA, DOLWD, industry, ATP

Funding: Alaska school foundation program, state agency general fund, Technical andVocational Education Program, industry/education consortia

Evaluation: By 2011, CTE leadership training is available to CTE professionals in Alaska.


27/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan


Rationale

Facilities and equipment are critical to providing high-quality, relevant, and currenttechnical training. Such facilities and equipment can be expensive to purchase or build,

maintain, upgrade and repair.The condition of CTE facilities and equipment varies widely across the state, according toanecdotal reports. Some are adequate or even state-of the art; others are out-of-date or inneed of significant repair; still others have been mothballed or dismantled. Many of theexisting facilities are underutilized or even completely unused for certain periods of time.

There is no current statewide inventory of such facilities, nor is there a system in place forcommunicating what facilities are available. Alaska needs to maximize the use of existingfacilities across the state to allow more students and workers access to technical trainingthat may not be available in their own school or region.


5.1 Inventorying the public facilities and equipment that are available anddisseminating the inventory to training providers, industry and the generalpublic.

a) Prepare and conduct a survey of public schools, postsecondary institutions, RTCs,local, state, regional or federal governmental agencies and other public entities.

b) Collate the survey results and prepare an inventory database.

c) Publicize the inventory via the Internet.

Responsible parties*: EED-Facilities, UA, school districts, RTCs, training providers,Department of Transportation and Public Facilities (DOTPF)

Funding**: state agency and UA general fund, Perkins federal funds

Evaluation: By 2012, CTE facilities inventory database is maintained and availableelectronically.

STRATEGY 5.0

Maximize the use of public facilities for training.

*The first entity listed is identified as the lead agency, responsible for inviting the involvement of the other partnersin implementing the action steps.

**Currently available and potential sources of funding for identified actions.


28/44

26

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

5.2 Establishing a list of basic facility and equipment standards for priority CTEprograms.

a) Identify CTE program certified training facility/equipment requirements in Alaska.

b) Investigate facility/equipment standards from other states and provinces.

c) Engage industry and stakeholders to develop Alaskan standards for CTE programfacilities and equipment when other standards do not exist.

d) Publish the standards on website.

Responsible parties: EED, DOLWD, UA, industry, RTCs, school districts, licensing boards,accrediting organizations

Funding: State agency and UA general fund

Evaluation: By 2011, CTE program equipment standards are adopted and used in programdevelopment and improvement planning.

5.3 Identifying resources needed to bring public facilities and equipment forstatewide priority programs up to standards.

a) Review survey of all statewide facilities.

b) Evaluate all facilities using the standards to determine needs and safety concernsof each facility.

c) Assess cost to upgrade identified facilities to meet standards.

Responsible parties: EED, DOLWD, UA

Funding: state agency and UA general funds, TVEP

Evaluation: By 2012, facility and equipment prioritized needs inventory is established and

updated annually.


29/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

27

5.4 Developing public policies and incentives that maximize and promotepartnerships for the use of public facilities for training throughout the year.

a) Provide technical assistance and successful models to school districts, traininginstitutions and industry leaders for effective partnering of facilities for student

access.b) Identify barriers to the joint use of facilities such as liability and teacher

credentialing issues and develop standardized procedures for dealing with thesebarriers.

c) Advocate after-school and year-round use of facilities for both students andadults.

d) Promote partnership incentives for facility use.

Responsible parties: EED, DOLWD, UA, school districts, RTCs, training providers, industry

Funding: Alaska school foundation program, state agency and UA general fund, TVEP,industry

Evaluation: By 2012, public CTE facilities in all locations are scheduled for maximum useand are open to training and industry partners at reasonable cost and within standardizedoperating policies and procedures.

5.5 Establishing capital funding strategies to renovate CTE facilities.

a) Use EED capital improvement projects model and AWIB priorities to prioritizeneeds of all CTE facilities.

b) Investigate and develop funding strategies, mechanisms, and sources to upgradefacilities.

Responsible parties: EED, DOLWD, UA, RTCs, Alaska Office of Management and Budget

(OMB), school districts, Alaska State Legislature

Funding: State and federal capital improvement funds, federal and state special programse.g. Title III of the Higher Education Act, US Department of Housing and UrbanDevelopment (HUD), Alaska Housing Finance Corporation

Evaluation: By 2012, a capital projects prioritization process is in place and is used inmaking capital project funding decisions for CTE facilities and major equipment.



30/44

28

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

Rationale

Excellent CTE programs require a dependable and adequate level of support. Because suchprograms can be expensive, the limited public funding available must be devoted to

training that addresses high-priority occupations, supports regional and state economicdevelopment and shows evidence of producing quality student outcomes. Where possible,local and state funds should be used to leverage additional resources, through businessand industry, federal workforce development and training funds and other sources.


6.1 Establishing criteria for prioritizing CTE program requests for state funding.

a) Identify, develop, and implement effective and meaningful accountability practicesof CTE programs.

b) Develop a standardized request for funding that incorporates the CTE programevaluation criteria and the AWIB Future Workforce Strategic Policies andInvestment Blueprint.

c) Require CTE programs requesting funding to demonstrate their relationship to thecurrent job market and/or future economic development plans of the region/state.

d) Provide assistance to current programs that do not meet standards in:

curriculum development,

professional development,

equipment/materials needed to meet standards,

expense of undergoing industry certification review and

accountability/reporting requirements.

Responsible parties*: EED, AWIB, DOLWD, UA, OMB

Funding**: State agency and UA general fund

Evaluation: By 2011, all requests for public funding for CTE programs demonstrate theability to meet the CTE evaluation criteria and are directed at a documented regional/stateexisting or developing employment need. By 2012, assistance is provided to bring deficientprograms up to standards.

STRATEGY 6.0

Establish and maintain sustainable funding mechanisms for asuccessful CTE system for youth and adults.



31/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

29

6.2 Encouraging CTE providers to take advantage of the State of Alaskacorporate tax credit for contributions to qualified training programs.

a) Produce and distribute documents that explain tax credits and include examples ofsuccessful partnerships.

b) Provide technical assistance to CTE providers in promoting tax credits to industrypartners.

c) Maintain an ongoing list of successful business/training program partnerships thatcontribute to operational or capital funding for CTE.

d) Recognize businesses that provide funding to CTE programs.

Responsible parties: DOLWD, Department of Revenue, Department of Law, EED, CTEproviders, corporations operating in Alaska

Funding: Alaskas industry tax credit structure

Evaluation: By 2011, CTE providers and corporations are familiar with the existence andprovisions of tax credits for qualified training programs. Industry contributions for CTEoperational and capital funding increase annually over the FY10 base.

6.3 Developing a strategy for State of Alaska CTE funding that leverages local,federal and private resources.

a) Identify existing CTE funding sources, such as STEP, TVEP, Carl Perkins, andamounts per source.

b) Inventory existing CTE programs and their funding sources.

c) Determine current workforce priorities through AWIB.

d) Identify priority use of state-administered funds to support high-quality CTEprograms that are tied to priority occupations.

e) Develop a comprehensive accountability model that will measure return oninvestment for CTE funding.

f) Target start-up funds to specific programs approved by AWIB.

g) Provide incentive funds for CTE programs and training centers to partner withother agencies.

h) Fund career-related learning experiences and organizations; for example, CTSOs,Junior Achievement, Future Educators of America, pre-apprenticeship andregistered apprenticeship.

i) Increase funding for industry academies; for example, construction, healthsciences, engineering.

Responsible parties: EED, AWIB, DOLWD-Business Partnerships, UA, CTE providers, OMB,Alaska State Legislature, Alaskan congressional delegation, industry, Alaska regional Native

corporationsFunding: State general fund, Alaska school foundation program, TVEP, Perkins, WIA andother federal training and workforce development funds, industry

Evaluation: By 2011, a stable and efficient system of funding CTE program operations is in placeand supported at an annual level sufficient to deliver quality programs throughout Alaska.


32/44

30

A. Commissioners Letter of Coordination

Alaska Workforce Investment Boards Resolution of Support

Alaska State Board of Education & Early DevelopmentsMotion to Approve

B. Crosswalk of CTE Plan Strategies to Gasline TrainingStrategic Plan and Alaska Education Plan

C. Acronyms Used in This Plan

D. Resources

E. University of Alaska Workforce Development Priorities andGuidelines

APPENDICES


33/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

31

APPENDIX A

Commissioners Letter of CoordinationAlaska Workforce Investment Boards Resolution of SupportAlaska State Board of Education & Early Developments Motion to Approve

1016 W. 6th Avenue, Ste. 105 Anchorage, AK 99501

PHONE: (907) 269-7485

FAX: (907) 269-7489

DEPARTMENT OF LABOR AND WORKFORCE DEVELOPMENT

Sean Parnell, Governor

Alaska Workforce Investment Board

November 12, 2009

Dear Interested Parties:

The Department of Labor and Workforce Development recently hired Jeff Selvey as the CTE(Career and Technical Education) Coordinator with the Alaska Workforce Investment Board(AWIB) and Helen Mehrkens was recently hired as the CTE Administrator with the Departmentof Education & Early Development. These two positions are responsible for implementation ofstatewide CTE strategies, including developing a comprehensive, integrated CTE system forAlaska that aligns training institutions and coordinates program delivery. Both departmentsare currently working in cooperation to develop a template for career plans, establishing andimplementing standards for Alaska training programs, supporting the use of the Alaska CareerReady certificate, and communications and outreach with secondary and postsecondaryeducators and administrators throughout the state.

As the lead state planning and coordinating entity for human resource programs in the state,the AWIB is responsible for the facilitation and development of a statewide policy for acoordinated and effective employment training and education system. To accomplish this goal,the Commissioners of Labor and Workforce Development and Education & Early Developmentask that all workforce development and CTE groups and organizations coordinate through theAWIB to implement statewide CTE initiatives for Alaska. We have designated Mr. Selvey andMs. Mehrkens to lead the development and implementation of a statewide CTE Plan on behalfof both departments and report their progress to us through the AWIB.

It is critical that we all work closely together to accomplish these statewide objectives andwe look forward to working with all of you. If you have any questions regarding the statewide

CTE Plan, please call Jeff Selvey at (907) 269-3018 or Helen Mehrkens at (907) 465-8730.

Sincerely,

Clark Bishop Larry LeDouxCommissioner CommissionerDepartment of Labor Department of Educationand Workforce Development and Early Development


34/44

32

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

Excerpt from June 10 & 11, 2010, State Board of Education & Early Development

minutes.

The Alaska State Board of Education & Early Development at its June 10, 2010, meeting

unanimously approved the Alaska Career and Technical Education Plan.

.

RESOLUTION NUMBER 10-03RESOLUTION IN SUPPORT OF THE ALASKA CAREER AND TECHNICAL EDUCATION (CTE) PLAN

WHEREAS, the Alaska Workforce Investment Board is a private industry driven publicorganization that is accountable through its members including representatives from businessand industry, education, government, and organized labor to the residents, the Legislature andthe Governor of Alaska;

WHEREAS, the Alaska Workforce Investment Board acts as the lead state planning andcoordinating entity for state human resource programs involving employment training,vocational education, and workforce development;

WHEREAS, the Alaska Workforce Investment Board recognizes and values the attributes thatCareer and Technical Education (CTE) provides to enhance students education by providingrigor and relevance to academic and career preparation;

WHEREAS, the Alaska Workforce Investment Board supports the efforts to align career andtechnical training programs to provide maximum efficiency, effectiveness, and access to allAlaskans;

WHEREAS, Alaska CTE Plan incorporates and values the strategies contained in both the

Alaska Education Plan and the Gasline Training Strategic Plan;WHEREAS, the Alaska CTE Plan will be implemented by the joint efforts of the AlaskaDepartments of Education & Early Development and Labor and Workforce Development withthe assistance and input of all stakeholders including the University of Alaska system, JointApprenticeship Training Centers, Regional Training Centers, business and industry, K-12schools, parents and families, and other interested organizations; and

WHEREAS, the Alaska Workforce Investment Board and Alaska Board of Education & EarlyDevelopment will oversee this plan.

NOW THEREFORE BE IT RESOLVED that the Alaska Workforce Investment Board

supports the Alaska CTE Plan and the cooperative efforts of the Departments of Education &Early Development and Labor and Workforce Development to implement the strategiescontained in the Plan.

CERTIFICATION

The Alaska Workforce Investment Board held a meeting duly and regularly called, noticed, andconvened this 3rd day of May, 2010 and the foregoing Resolution was adopted unanimouslyat said meeting.

Signed this 3rd day of May, 2010.

Jim Lynch, ChairAlaska Workforce Investment Board


35/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

33

APPENDIX B

Crosswalk of CTE Plan Strategies to GaslineTraining Strategic Plan and Alaska Education Plan

Note to readers: Following each action is a color-coded reference to the related sections oftwo state plans: the DOLWDs Alaska Gasline Inducement Act Training Strategic Plan(http://labor.state.ak.us/AGIA_teams/docs-combined/agiaweb.pdf) and the EEDs AlaskaEducation Plan. ( http://www.eed.state.ak.us/edsummit/pdf/AK_Education_Plan.pdf)

Strategy 1.0: Make transitions planned and accountable for both successful

student progress and systemic cooperation.

Thisstrategy can be implemented by:

1.1 Ensuring that every student has a personal learning and career plan (PLCP). (Gasline2.2 Ed Plan A.2 and 8)

1.2 Developing an awareness campaign about the use of PLCPs to include parents, industryand adult job-seekers. (Gasline 2.2 Ed Plan A.2)

1.3 Coordinating program development and delivery among training programs to reduceduplication of effort and the need for remediation. (Gasline 2.4 Ed Plan A.2 , 4, and 6)

1.4 Developing data-sharing and other processes that provide information on studentprogress from one educational level to the next and from school to career. (Gasline 2.2 Ed Plan B.3)

Strategy 2.0: Align curricula at all training institutions to meet current industrystandards including academic, professional, and technical skills - fromelementary through secondary to postsecondary and professional development

levels.


2.1 Identifying current CTE programs and curricula and making the information publicly

accessible. (Gasline 2.3 Ed Plan A.6 and 10)

2.2 Reviewing and updating the states employability standards and developing appropriateGrade Level Expectations (GLEs) for achieving these skills. (Gasline 2.2 Ed Plan A.3, 13,and 15)


36/44

34

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

2.3 Identifying industry standards for statewide priority industries and incorporating theidentified knowledge and skills into aligned CTE curricula at elementary, secondary, andpostsecondary levels. (Gasline 2.3 Ed Plan A.2, 3,6, 13 and 15)

2.4 Cataloging and disseminating practices and supporting materials for integrating

academic GLEs into CTE programs and career applications into academic programs. (EdPlan A.2, 3, 4, and 5)

2.5 Aligning CTE Programs ofStudy that connect secondary academic and CTE courseswith recognized industry and postsecondary standards and program content. (Gasline 2.3 Ed Plan A.2, 3,4,and 8)

Strategy 3.0: Identify and promote career and technical education delivery

models that ensure that all Alaskans have the opportunity to attain the

knowledge and skills needed for further training and careers.


3.1 Inventorying and disseminating information about career and technical education

delivery models at the K-12, postsecondary, and adult levels. (Gasline 2.3 Ed Plan A.2, 4,and 6)

3.2 Developing criteria to evaluate career and technical education delivery models. (Gasline2.3 Ed Plan A.3)

3.3 Identifying key strategies and effective delivery models to successfully teach andassess employability skills within schools, postsecondary institutions and other trainingproviders. (Gasline 2.3 - Ed Plan A.4 and 15; B.7 and 11)

3.4 Instituting systems to ensure all students have access to a quality CTE program(s).(Gasline 2.5 - Ed Plan A.2, 4, 6 and 10)

3.5 Developing strategies for using personal learning and career plans to drive scheduling,

curriculum and delivery models. (Gasline 2.2 Ed Plan A.2, 4, and 8)

3.6 Promoting and celebrating effective CTE programs and practices. (Gasline 2.3 Ed PlanB.1, 10).

Strategy 4.0: Recruit, develop, support, and retain high-quality CTE teachers

and faculty.


4.1 Developing strategies to educate, recruit, and retain quality CTE teachers, faculty,counselors, advisors. (Ed Plan A.4, 5, 7, 9 and 14, B.4 and 6)

4.2 Expanding strategies for effective professional development and mentoring. (Gasline

2.2 Ed Plan 4,5,6,7,9 and 14)

4.3 Improving and streamlining credentialing processes for CTE instructors. (Ed Plan A.4, 6,7 and 14)

4.4 Expanding CTE leadership opportunities. (Gasline 2.3 Ed Plan A.4, 5, 7 and 14)


37/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

35

Strategy 5.0: Maximize the use ofpublic facilities for training.


5.1 Inventorying the public facilities and equipment that are available and disseminatingthe inventory to training providers, industry and the general public. (Gasline 2.3 Ed Plan

A.6 and 12)

5.2 Establishing a list of basic facility and equipment standards for priority CTE programs.(Gasline 2.3 Ed Plan A.4, 6, 12 and 13)

5.3 Identifying resources needed to bring public facilities and equipment for statewidepriority programs up to standards. (Gasline 2.3 Ed Plan A.12)

5.4 Developing public policies and incentives that maximize and promote partnerships forthe use ofpublic facilities for training throughout the year. (Ed Plan A4 and 6)

5.5 Establishing capital funding strategies to renovate CTE facilities. (Gasline 2.4 Ed PlanA.12)

Strategy 6.0: Establish and maintain sustainable funding mechanisms for asuccessful CTE system for youth and adults.

This strategycan be implemented by:

6.1 Establishing criteria for prioritizing CTE program requests for state funding. (Gasline4.1 Ed Plan A.11)

6.2 Encouraging CTE providers to take advantage of the State of Alaska corporate taxcredit for contributions to qualified training programs. (Ed Plan A.6 and 13)

6.3 Developing a strategy for State of Alaska CTE funding that leverages local, federal andprivate resources. (Gasline 6.4 - Ed Plan A.11 and 12)


38/44

36

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

APPENDIX C

Acronyms Used in This Plan

Acronym Full Name / website

AACTE Alaska Association for Career and Technical Educationhttp://www.actealaska.org/

ACPE Alaska Commission on Postsecondary Educationhttp://alaskadvantage.state.ak.us/page/247

AGIA Alaska Gasline Inducement Acthttp://labor.alaska.gov/AGIA_teams/docs-combined/agiaweb.pdf

AKCIS Alaska Career Information Systemhttp://akcis.intocareers.org/

AKPTA Alaska Parent Teacher Associationhttp://www.alaskapta.org/

ANSEP Alaska Native Science and Engineering Programhttp://ansep.uaa.alaska.edu/

ASAA Alaska School Activities Association

http://asaa.org/AkSCA Alaska School Counselor Association

http://alaskaschoolcounselor.org/

ASMP Alaska Statewide Mentor Projecthttp://www.alaskamentorproject.org/

ATP Alaska Teacher Placementhttp://www.alaskateacher.org/doku.php

AVTEC AVTEC: Alaskas Institute of Technologyhttp://avtec.labor.state.ak.us/

AWIB Alaska Workforce Investment Boardhttp://labor.alaska.gov/awib/home.htm

BOR University of Alaska Board of Regentshttp://www.alaska.edu/bor/

CTE Career & Technical Educationhttp://www.eed.state .ak.us/tls/cte/ andhttp://labor.alaska.gov/awib/cte_netw ork.htm


39/44

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

37

Acronym Full Name / website

CTSO Career & Technical Student Organizationshttp://www.ctsoalaska .org/

DOLWD Alaska Department of Labor and Workforce Development

http://labor.alaska.gov/DOLWD-BP Alaska Department of Labor and

Workforce Development/Division of Business Partnershipshttp://www.labor.alaska.gov/bp/

EED Alaska Department of Education & Early Developmenthttp://www.eed.state.ak.us/

FEA Future Educators of Alaskahttp://www.FutureTeachersAlaska.org/

GLE Grade Level Expectationshttp://www.eed.state.ak.us/tls/assessment/GLEHome.html

HB 61 Alaska House Bill 61 - AS43.20.014

http://www.legis.state.ak.us/basis/get_bill.asp?bill=HB%20%20%2061&session=25ISER University of Alaska Institute for Social and Economic Research

http://www.iser.uaa.alaska .edu/

OMB Alaska Office of Management and Budgetwww.gov.state.ak.us/omb

PLCP Personal Learning and Career Plan

RTCs Regional Training Centershttp://labor.alaska.gov/awib/cte_programs.htm

SBE Alaska State Board of Education & Early Developmenthttp://www.eed.state.ak.us/State_Board/

SSOS State System of Support

http://www.eed.state.ak.u s/nclb/pdf/Statewide_System_of_Support.pdfSTEP State Training and Employment Program

http://labor.alaska.gov/awib/p df/member_handbook/9_STEP_Pr ogram.pdf

TF Task Force

TP Alaska Tech Prephttp://www.alaska.edu/techprep/

TVEP Technical and Vocational Education Programhttp://labor.alaska.gov /awib/pdf/member_handbook/10_TVEP_Program.pdf

UA University ofAlaskahttp://www.alaska.edu/swacad/wp/

WIA Workforce Investment Acthttp://www.labor.state.ak.us/ bp/forms/WIA-strategic-plan2009.pdf

YES Youth Employability Skillshttp://www.apicc.org/servlet/co ntent/YES.html


40/44

38

A

laska

C

are

er

an

d

Tech

n

ical

E

d

u

cati

o

n

P

lan

(All urls current as of June 11, 2010)

Alaska Commission on Postsecondary Education, Making Alaska More Competitive byPreparing Citizens for College and Career, April, 2008,

http://alaskadvantage.state.ak.us/documents/NCAN_White_Paper.pdf

Alaska Department of Education & Early Development, Alaska Education Plan, adopted bythe Board of Education & Early Development, March 2009http://www.eed.state .ak.us/edsummit/pdf/AK_Education_Plan.pdf

Alaska Department of Education & Early Development, Five-Year State Plan for Carl DPerkins Career and Technical Education Improvement Act of 2006http://www.careertech.org/uploaded_files/AlaskaPlan.pdf

Alaska Department of Labor and Workforce Development, Alaska Gasline Inducement ActTraining Strategic Plan: A Call to Action, updated and reprinted August 2009http://www.labor.state.ak.us/AGIA_teams/docs-combined/agiaweb.pdf

Alaska Department of Labor and Workforce Development, Strategic

Documents

CTE State Plan